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Poetry as an Exploration into Children’s Lives and Cultures

by Michelle Grace-Williams & Julia López-Robertson, with Genitha Jackson, Tirisha Robinson, Janese Utley, University of South Carolina

America
I, too, sing America/I am the darker brother/They send me to eat in the kitchen/When company comes/But I laugh, /And eat well /And grow strong/Tomorrow…/They’ll see how beautiful I am/And be ashamed—I, too, am America.

Langston Hughes

The poem above, I Too, Am America, is an example of a culturally relevant poem that could be used by teachers as a vehicle to engage [all] students in discussions about social injustices and issues that may be relevant to them and their lives. Culturally relevant poetry may also be used as a critique to systems of oppression that are present in our society-in this case, specifically race and language. Continue reading

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Selecting Culturally Relevant Texts for Children in the African Diaspora

by Michelle Grace-Williams and Julia López-Robertson , University of South Carolina

Culturally relevant teaching refers to the use of “ cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2010, p.31). A culturally relevant approach to teaching includes careful book selection to avoid stereotypes that might distort the historical experiences of African Americans [we specify African American because of our blog content but recognize that all books must be carefully analyzed for misinterpretation and misinformation]. Continue reading

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Using A Children’s Novel to Explore and Honor Black Children’s History

by Michelle Grace Williams and Julia López-Robertson, University of South Carolina

One Crazy Summer by Rita Williams-Garcia
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The most educators can do is to create structures that would enable submerged voices to emerge. It is not a gift. Voice is a human right. It is a democratic right. (Macedo, 2006.p. 4)

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In our first blog last week, we explained that the goal for all of our blogs is to discuss texts that could be used in the classroom to validate the experiences of Black children; children of the African Diaspora, children of African ancestry located in America, Continue reading

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Children’s Literature and Poetry Depicting Children in the African Diaspora

by Michelle Grace-Williams and Julia López-Robertson, University of South Carolina

One essential strategy for eliciting meaningful engagement with children’s literature featuring Blacks is simply to share the literature (Harris, 1997, p. 49).

Over the next few weeks we aim to critically discuss texts that could be used in the classroom to validate the experiences of children of the African Diaspora; Black children of African ancestry located in the United States of America, the Americas and other parts of the world.

African Diaspora Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature, Part 4

by Janine Schall, University of Texas-Pan American

In the past three weeks I’ve shared a number of books set in the Rio Grande Valley (RGV) and written by RGV authors. These books feature the culture and traditions of the mostly Latino, working class population in this geographical region along the Texas-Mexico border.

The border is both a physical and mental construct, present in the lives of all RGV citizens. To the south, a physical barrier is formed by the Rio Grande River and the increasingly militaristic presence of customs agents and border patrol. Continue reading

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Story and Place: Discovering the Rio Grande Valley through Literature, Part 3

by Janine Schall, University of Texas-Pan American

The Rio Grande Valley (RGV) of South Texas is a place of movement and change. As a Midwestern native now living in the RGV, I joined a history of immigrants to the Valley since the mid-1700s. Today emigration and immigration continues as Americans move to the RGV to pursue business opportunities, Mexicans move for economic opportunity and to flee drug cartel violence, and migrant farm workers harvest crops in the RGV in the winter and travel to other agricultural areas in the summer. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

When children see their lives represented in literature, it shows them that those lives are worth representing. This holds special importance when children come from cultures or areas that are historically isolated, overlooked, or oppressed. The Rio Grande Valley (RGV) of South Texas has been all three. Because of its rural and isolated location, in many ways the RGV has had closer connections with Mexico than with the rest of Texas or the United States. Continue reading

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Story & Place: Discovering the Rio Grande Valley through Literature

by Janine Schall, University of Texas-Pan American

In 1992 I left my hometown in Indiana and moved 1500 miles away for a teaching job in the Rio Grande Valley (RGV) of South Texas. In doing so, I discovered a unique geographic and cultural region of the United States.

The RGV, informally called the Valley by locals, is located at the southern tip of Texas along the northern bank of the Rio Grande River, which marks the border between Texas and Mexico. It is not actually a valley, but a floodplain. Land developers in the early 20th century called the area “The Magic Valley” in an effort to promote the region to settlers and investors. Originally home to bands of Coahuiltecan Indians, the Spanish were the first Europeans to arrive in the area in approximately 1750. The area remained under Spanish control until 1836, when it became part of the new Republic of Texas—at least according to the Texans. Continue reading

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Critical Literacy: Literature and the Reader’s Imagination

By Jeanne Gilliam Fain & Christina Davidson

We waited anxiously for a response on Facebook and promptly learned that Julia Alvarez requested a letter sent in the mail. Julia Alvarez graciously answered many of the students’ questions. As educators, it was our goal for the students to step outside of their local world and think globally about their presence within the world. We hope that students learn to understand, question, and improve the world. For us, literature helped the students to see disruption of their views, multiple viewpoints, the sociopolitical, and how their actions can make a difference in their world. Continue reading

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Taking Social Action: Social Media’s Relevance to Students’ Lives

By Jeanne Gilliam Fain & Christina Davidson

Following the discussion of Julia Alvarez’ s Return to Sender (2009), the fourth grade students jointly decided that the novel would be powerful as a movie. Vasquez, Tate, and Harste (2013) argue that social action includes a strategic move of school curriculum to the community in order to create relevance for students. For whatever reason, students created relevance in trying to advocate for Julia Alvarez to create a movie version of the book that they came to deeply care about. Continue reading